Abstract
The course of thermodynamics is one of the subjects whose material content consists of real theory and practice and the use of formulas. Therefore, in the application of this course is a need to apply a learning model that is able to help students find and solve problems and be able to explain their findings in achieving the basic competencies of thermodynamics course. The learning model is a Problem Based Instruction learning model based on Blended Learning. This study aims to improve the critical thinking skills of pre-service physics teacher as a result of using Problem Based Instruction based on Blended Learning in the course of thermodynamics. Retrieval of data in this study was conducted on third semester students of physics education study programs that take Thermodynamics course. This research was conducted in September-October 2019. The research method used is quasi-experimental. Quasi-experiments are research carried out on a single group of students. Data analysis in this study used a one-party t-test. The results showed that (1) the application of the Problem Based Instruction learning model based on Blended Learning can improve students’ critical thinking skills, (2) Students’ responses to the application of the Problem Based Instruction learning model based on Blended Learning get a very happy category of ongoing learning.
Highlights
For an educator, teaching is an activity that must be able to change the behavior of their students and can show the results or effects of a learning process that is being carried out
The teaching method of Problem Based Instruction based on Blended Learning is hoped that it will further trigger the activeness of students learning activities both in face-to-face sessions and through e-learning
This research is focused on increasing students’ critical thinking skills and observing the effect of applying Problem Based Instruction based on Blended Learning in thermodynamics course
Summary
For an educator, teaching is an activity that must be able to change the behavior of their students and can show the results or effects of a learning process that is being carried out. Teaching activities carried out must be able to stimulate students’ stimuli, so that they have the opportunity to develop their thinking skills, especially highlevel thinking. Strong learning enthusiasm will be able to explore students’ thinking abilities and intellect. In this regard, Hakim et al (2017) mentions that the thinking skills are one of the necessary intellectual potentials in many aspects of the daily life of students. This, has the potential to develop the potential of thinking, acting actively seeking, solving and finding a concept or idea while providing conclusions from students (Khanafiyah & Yulianti, 2013; Okafor, 2019; Macleod, 2013)
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